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distinction with the previous topics which were discussed. This leads to the confusion for the readers.
The workbook did not provide enough space from one activity to the next. It used a single space and it only used bolded-words to differentiate every activity
as shown in Figure 4.4. It made the students had difficulties to differentiate every activity.
Figure 4.4 Picture of Narrow Space for Each Activity
In addition, there were some exercises that did not provide enough space to write the answer in Lesson One as seen in Figure 4.5a and Lesson Two as seen in Figure
4.5b.
Figure 4.5a Picture of Not Enough Space to Answer on Lesson One
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Figure 4.5b Picture of Not Enough Space to Answer on Lesson Two
There were consistency of the label, icons, heading, and italics in Lesson One and Lesson Two. Meanwhile, there was inconsistency found in Lesson Three. There was
different terms to describe symbol tick V in the instructions on page 40 and 41 of the workbook. Page 40 named the symbol check as shown in Figure 4.6a, while
page 41 named the symbol tick as shown in Figure 4.6b. This made the readers confuse to name the symbol.
Figure 4.6a Picture of Inconsistent Symbol’s Name
Figure 4.6b Picture of Inconsistent Symbol’s Name
The layout of the workbook was unclear. There was unclear arrangement of the topic in every lesson. On the other hand, the workbook provided adequate
exercises for self-study in every lesson. The illustrations in the Lesson One and Lesson Three were not varied, since there was only one picture provided. On the
contrary, the illustrations in Lesson Two were varied and attractive. The illustrations
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that were used support the topic being discussed as shown in Figure 4.7. All of the illustrations which were used in all lessons were functional. It represented the topics
and activities discussed.
Figure 4.7 Picture of Illustration that Support the Topic
2. Content
This aspect was divided into four parts, namely skills, topics, objectives and tasks.
a. Skills
Table 4.4 Skills Evaluation No
Skills Criteria Fulfillment
L1 L2
L3
1. The workbook covers four skills adequately.
1 1
1 2.
There are materials for integrated skill work. 1
1 1
3. There is balanced-proportion among the four skills.
4. The listening materials are accompanied by questions
and activities which help comprehension. 1
1 1
5. The materials for spoken English dialogues,
roleplay, etc. are well-designed to equip students for real-life interaction.
1 1
1
6. There are sufficient reading materials.
1 1
1 7.
The writing activities are suitable in terms of length, degree of accuracy, and amount of guidancecontrol.
1 1
1
Total
6 6
6
All of the lessons met six of seven criteria in this aspect. The only unfulfilled criterion in this aspect was balance portion for every skill. Thus, the skills aspect
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was fulfilled by the workbook since all of the lessons met more than a half of the sum of the criteria.
Pakar workbook covered all the four skills, namely listening, speaking, reading, and writing in language learning adequately. There were some activities
that integrated the four skills in every lesson. Lesson One had exercises that required integrated listening and writing skill on page 5; writing and speaking skills on page
9; and reading and writing skills on page 13 of the workbook. In addition, there was an integrated exercise of listening and writing skills on page 22 in Lesson Two.
There was also another exercise that had integrated skills in Lesson Three on page 43. However, almost all of the exercises required the students to write. Therefore,
there was no balanced-portion for the four skills. The listening materials in every lesson were accompanied by questions and activities which help
students’ comprehension.
The workbook also had some dialogues that were well-designed to equip students for real-life interaction. The dialogues had general topics discussed in
everyday life. Lesson One had dialogue about Asking and Giving Help as shown in Figure 4.8.
Figure 4.8 Picture of Asking and Giving Help Dialogues
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Meanwhile, Lesson Two had Asking and Telling Facts dialogues for the students on page 23-24 of the workbook. Moreover, Lesson Three had dialogues about Like and
Dislike on page 39 of the workbook. There were sufficient reading materials for every lesson. In addition, the workbook had writing activities which were proper in
length.
b. Topics
Table 4.5 Topics Evaluation No.
Topics Criteria Fulfillment
L1 L2
L3
1. The topics are varied.
1 1
1 2.
The topics enrich the students’ knowledge.
1 1
1 3.
The workbook avoids potentially embarrassing or disturbing topics.
1 1
1
Total 3
3 3
All of the lessons in the workbook fulfilled three criteria on the topics aspect. This indicated the fulfillment of the workbook on the topics aspect. The
workbook had varied topics in each lesson. One lesson had three or more topics discussed. All of those topics provided conversations
that enrich students’ knowledge as seen in Figure 4.9.
